Introduction to ABET Program Evaluator Training



Introduction to ABET Program Evaluator Training

Thank you for choosing to learn more about becoming an ABET program evaluator (PEV). The purpose of this document is to provide you with information that will be useful both during your evaluator training session, and as you begin your work as an evaluator. In particular, this document will briefly introduce you to ABET, the mechanics of conducting a program evaluation, your responsibilities as a program evaluator, and the rules you will use to evaluate a program. More detailed information will be provided during the program evaluator training session.

In addition to this pre-read, please visit the ABET website at to download the current criteria document, the Accreditation Policy and Procedure Manual and the Manual of Evaluation Process. These can be found under the “Accreditation” link. Select the appropriate commission – EAC, TAC, ASAC or CAC. You should read these documents as a minimum before attending the training session. Feel free to familiarize yourself with the Program Self-Study Questionnaire and the Program Evaluator Report as well.

What is ‘ABET’?

ABET is an organization that provides world leadership to ensure quality and stimulate innovation in applied science, computing, engineering and technology education. ABET serves the public through the promotion and advancement of applied science, computing, engineering, and technology education in many ways. One of those ways is by organizing and carrying out a process of accreditation of pertinent programs leading to degrees in those areas. In fact, ABET is the primary organization responsible for monitoring, evaluating, and certifying the quality of education in those areas in the United States. ABET is recognized by the Council for Higher Education Accreditation (CHEA).

ABET is a federation of 30 technical and professional societies representing over 1.8 million practicing professionals. You have been selected by your professional society to participate in the accreditation of engineering, engineering technology, computing, or applied sciences programs. In this capacity you will represent ABET on campus visits and work with a team of colleagues from other professional societies. As an ABET team member you will be expected to provide knowledge of both professional practice and the preparation that is necessary for professional activity in your field.

Each of the 30 societies is invited by ABET to have representation on one or more of the four ABET commissions, according to the curricular areas which those societies are assigned by the ABET Board of Directors. The four commissions are the Applied Science Accreditation Commission (ASAC), the Computing Accreditation Commission (CAC), the Engineering Accreditation Commission (EAC), and the Technology Accreditation Commission (TAC) (see Figure 1). The commissions are responsible for administering the accreditation process based on policies, procedures, and criteria approved by the ABET Board of Directors. The accreditation commissions recommend criteria, assign the chairs of the visiting teams, and make final accreditation decisions by vote of the entire membership.

The societies are responsible for a number of other functions related to ABET accreditation in addition to the selection of program evaluators. Each society is also responsible for the training and mentoring of their program evaluators. The societies nominate members to the commissions and appoint members of the ABET Board of Directors. Finally, each society recommends accreditation criteria that pertain exclusively to their assigned curricular areas. (These ‘exclusive’ criteria are known as program criteria. Criteria that apply to all of the programs under a commission are known as general criteria.)

Figure 1. Governance Structure of ABET

How are Programs Evaluated?

The entire program evaluation process is typically 19 months in length. The process usually begins in January of the first year, when the institution requests accreditation for its programs (see Figure 2). The visit is usually conducted during the months of September through December of the first year. Following the visit, the institution has 14 days to respond to the preliminary findings that the team reported to them during the campus visit. Following this period, a detailed report of the team’s findings is authored by the team chair. This report, known as the Draft Statement, then passes several stages of review and possible editing. (Reports to the institution authored by ABET are referred to as ‘statements’. Reports to ABET authored by the institution are labeled ‘reports’.) The entire commission votes on an accreditation action during July of the second year. The institution is notified of the action for each program shortly after the commission vote.

The institution has a number of tasks to complete during the evaluation process. Following the request to be evaluated for accreditation, the institution with input from each program completes a Self Study report. This report contains the bulk of the information that the accreditation team receives prior to the on-campus visit. In parallel, the institution completes other preparations for the team’s visit. These preparations include the development of the displays of documentary materials for each program that cannot be included in the self-study report. The institution then hosts the visit. After the visit, the institution is afforded the opportunity to respond to the team’s findings by program during the first 14 days after the visit, and then again after it receives a copy of the draft statement.

The team chair is responsible for a number of activities during the accreditation process. The chair is responsible for ensuring that the composition of the team is appropriate, and for the overall organization of the visit. The chair mentors the evaluators prior to the visit, and leads the team during the visit. The chair then authors the draft statement. Finally, the chair presents the findings to the commission in July of the second year.

Figure 2. The Accreditation Timeline

What are my Responsibilities as a Program Evaluator?

This section contains a very brief summary of the responsibilities of the program evaluator (PEV). These will be explained in far greater detail during the training session.

One of the most important responsibilities of the program evaluator is to behave in an ethical and professional manner. It is particularly important to avoid any real or perceived conflicts of interest with the institutions that you are evaluating. It is not always how you perceive a situation, but rather how someone else may view it. You will need to disclose any real or perceived conflicts of interest, and to recuse yourself from discussions or decisions related to issues.

Program evaluators have a number of responsibilities prior to the visit. A vitally important task of the program evaluator is to complete a substantial portion of the analysis of the program prior to the visit. These efforts will identify areas for further investigation during the visit. In particular, a thorough pre-visit analysis will allow the evaluator to request that additional information be provided during the visit, and to select the most important faculty and staff members to interview.

During the visit, the tasks required of an evaluator present a formidable challenge. The evaluator must complete the review of materials, tour the facilities, interview faculty, staff and students, verify and document findings, participate in meetings, recommend accreditation actions, and provide the institution with a preliminary assessment of its strengths and shortcomings. Accomplishing these tasks during the visit will necessitate good time management and prioritization.

The tasks of the program evaluator are far fewer following the visit. For reimbursement, you will need to complete the ABET expense report form, and forward it to the team chair. ABET also asks you to complete an on-line Team Chair Evaluation form. Finally, you will need to be prepared to consult with the team chair during the time between the visit and vote of the commission on an accreditation action.

Most of you will visit your first program as an observer. The purpose of an observer visit is to provide experiential training. The observer is to aid and learn from the program evaluator. Your society may require that you submit a completed PEV Report and draft statement as if you were the program evaluator of record. This aids the society in evaluating your preparedness to be assigned as a program evaluator. After you attend a program evaluator training session, you should contact your society to schedule an observer visit.

What are the Rules for Evaluating a Program?

ABET accredits programs that lead to degrees, and not institutions as is the usual practice in regional accreditation. All paths of study leading to a degree must meet the ABET requirements for a program to be accredited. (A program is typically described by a unique set of objectives and outcomes achieved by unique course of study – curriculum and related co- and extra-curricular activities.) The student transcript is the primary evidence of degree completion.

Typically, the highest-ranking institutional administrator (CEO) is the president or chancellor. The provost is the chief academic officer. A dean reports to the provost and is responsible for the administration of several programs. Department heads or chairs administer one or two programs while the faculty members have responsibility for the program in which they teach.

Dramatic changes in the philosophical basis for accrediting programs have occurred during the past several years. Previously, a program was eligible for accreditation if the curriculum, faculty, facilities, and other elements of the program met ABET requirements to specified ‘minimum’ levels. The same minimum levels were met by all of the programs accredited by a particular commission. Although accredited programs were of high quality, there was insufficient flexibility under the old system for programs to adapt to the unique needs of their constituencies.

New accreditation criteria have been developed that require programs to define their mission and objectives to meet the needs of their constituencies. The constituencies of each program have their own unique set of needs. The flexibility that is necessary to allow programs to met the unique needs of their constituencies is achieved by making the level of achievement of many requirements in the ABET criteria dependent upon the needs of the constituents. Thus, the level of achievement in different programs may vary, consistent with the needs of the constituencies.

The philosophy and content of the criteria will be covered in greater detail during your program evaluator training session.

NAME:_____________________________

Pre-read Assessment

Directions: Answer each question and bring your completed assessment to the training session.

1. What is ABET’s primary role in higher education?

a. Monitor, evaluate, and certify the quality of applied science, computer science, engineering and technology

b. Provide world leadership for accreditation processes

c. Promote innovation in technological education

2. ABET accredits…

a. institutions

b. colleges

c. programs

3. The four ABET commissions are…

a. EAC, CSAB, TMS, AIHA

b. ASAC, CAC, EAC, TAC

c. ASSE, CAC, EAC, TMS

4. What are the three primary functions of an accreditation commission?

a. Recommend criteria, assign visit team chairs, and make final accreditation decisions

b. Approve accreditation policy, procedures and commission members

c. Select, train and evaluate program evaluators

5. What are the primary functions of ABET’s member societies?

a. Recommend criteria, assign visit team chairs, and make final accreditation decisions

b. Approve accreditation policy, procedures and commission members

c. Select, train and evaluate program evaluators

6. Order the major steps in the accreditation process.

______ On-campus visit

______ Draft Statement written, reviewed, and edited

______ Request for Accreditation

______ 14-day response

______ Pre-visit activities

______ Self-study report submission

______ Commission vote on accreditation actions

______ Final statement sent to the institution

7. What is the purpose of the program self-study?

a. to inform ABET of the desire to be visited

b. to provide the team with the bulk of the information needed prior to the on-campus visit

c. to respond to the team’s findings

8. Put a “P” in front of the PEV’s pre-visit responsibility, an “O” in front of the on-campus visit responsibility, and a “PV” in front of the post-visit responsibility.

_____ Tour the facilities

_____ Complete thorough analysis of the self-study

_____ Participate in team meetings

_____ Complete an ABET expense report

_____ Interview faculty, staff and students

_____ Complete team chair evaluation

_____ Review student work and course materials

_____ Consult with team chair if requested

_____ Recommend accreditation action

_____ Verify and document findings

_____ Provide program with preliminary assessment of its strengths and shortcomings

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702 accredited

programs at

230 institutions

Technology

Accreditation

Commission

1750 accredited programs at 350 institutions

Engineering Accreditation Commission

215 accredited

programs at

193 institutions

Computing Accreditation Commission

70 accredited programs at 51 institutions

Applied Science Accreditation Commission

ABET Board

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